Digital integration in teaching and learning must not be a question of digital for the sake of it – so what should drive it?

尤物视频 has carried out research to provide an international snapshot of digital adoption in education, hearing directly from teachers and pupils about when and why they turn to digital tools.

Working with our community of educators and learners, we surveyed 400 teachers and 600 secondary school students across the UK, Brazil, Hong Kong, and South Africa, alongside focus groups with teachers and students in the UK.

Our findings suggest that, despite concerns about the impact of screen time, teachers and students are choosing what works for effective learning in their own integration of digital learning resources, revealing a landscape of nuanced and individualized approaches.

Managing Director, International Education

Alex Sykes

“We are continually thinking about what it means to truly integrate digital into teaching and learning in an impactful way. One thing is clear: pedagogy must always come first.

“Our recent research on digital use and preferences indicates that the adoption of digital is shaped by a unique set of values, goals, and experiences. Teachers and students naturally make a choice about their use of digital tools and services based on the desired outcome, rather than on format. However, this choice is rarely binary鈥攊t is not a decision between digital and analogue methods but a choice of how and when to use both in combination.

“Both students and teachers think creatively and carefully about what best suits their needs, and both groups perceived a clear difference in their use of technology for teaching and learning, and more passive uses of technology and screen time in their home lives. Concerns about the possible negative influences of devices in their personal lives were expressed very differently from the benefits offered by digital technology in the classroom, if implemented appropriately.

“At 尤物视频, we lead with learning鈥攁 sentiment reflected among the communities we support. With decision-making led by a bespoke and personal approach to the adoption of digital tools, services, and technology, the focus remains on educational outcomes. Across the world, teachers and learners stand on the precipice of yet another digital revolution and as our research indicates, wherever they are in the world, they stand ready to embrace it.”

Key findings

The findings should be viewed as a snapshot rather than a comprehensive representation of all teachers’ and students’ experiences. They are based on surveys of 400 teachers and 600 secondary school students across the UK, Brazil, Hong Kong, and South Africa, and focus groups conducted in the UK.

64% of students

use digital tools most of the time for homework.

17% of students

never use digital for 尤物视频 tasks and 13% never use digital for number tasks.

53% of students

want the amount of digital learning to increase.

63% of teachers

use digital tools most of the time for research and finding information.

60% of teachers

believe digital improves student engagement in lessons.

52% of teachers and 47% of students

identify distraction as the biggest challenge.

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Ben Knight, Head of Language Content, Research, and Pedagogy in our English Language Teaching (ELT) division, discusses the key takeaways of our recently published paper on digital pedagogy and the impact of technology on teaching and learning.

Which side of the debate are you on?

On one side, teaching and learning are fundamentally human activities, happening in the human brain, motivated and guided through human interactions and relationships. Technology offers new tools for doing things, but the rules of the game remain the same.

On the other side, technology is changing the nature of teaching and learning itself. Learning can become more personalized, learners have more options for accessing information, guidance, and feedback, and AI-generated simulations can bridge classroom and real-life experiences. Teaching becomes less about managing learning directly and more about guiding students to use technology effectively.

In the ELT division at OUP, we’ve been exploring this question through our , published earlier this year. While we focus on the role of teachers, we also consider what digital transformation means for publishers or suppliers of digital tools and content.

Rather than taking sides, the paper brings together insights from across the debate. Here are five key reflections for educators:

1. Digital pedagogy is more than just mastering the use of new tools

Digital tools are not neutral. They infer a view of what needs to be learned, and how it is best learned. Teachers need to combine their understanding of their students and context to evaluate when specific tools are going to help them with what matters most at that time. An understanding of traditional pedagogy, or the knowledge of how to teach well, including appropriate challenge and support, combines with an understanding of how different tools work. Providers of digital tools need to provide more guidance on how their tools fit within the pedagogical landscape.

2. Technology reshapes teacher-learner relationships

Technology allows learners to take more control of their learning. They can control the pace of learning, access information and feedback when they need it, collaborate quietly with others, engage with Socratic tutoring systems, and customize their learning programme.

Learner agency can be a powerful driver of learning, but students still need guidance from their teachers. Publishers also need to be giving more support to learners and their teachers to make the most of these new opportunities.

3. Critical thinking is essential

In a world without technological development, it might be possible to imagine teachers developing a portfolio of pedagogical skills and knowledge which they can apply year after year. But the recent pace of technological change requires teachers to step outside of familiar approaches and constantly evaluate new opportunities.

How does this new digital tool relate to the principles of effective learning? Do the claims made by suppliers match the actual experience in our context?

Generative AI has further accelerated these questions. Language teachers, in particular, have to think carefully about what their students really need to learn and how they can best learn it.

For example, an app may claim to be based on the findings of learning psychology, referring to the importance of ‘spaced repetition’. In practice, it is mainly just repeating questions after periods of time. Without tracking each student’s mastery of items and adjusting the repetition accordingly, it is unlikely to deliver the benefits associated with genuine spaced repetition approaches.

4. Support teachers with digital pedagogical literacy

An important component of digital pedagogy must be making decisions about when and how to integrate technology into the learning programme.

Apps or platforms with gamification features, such as leaderboards, look very attractive in terms of boosting engagement. However, educators have known of the negative effects of public displays of ‘scores’ for many years: increased anxiety, reduced motivation for those who are not leading, and a focus on point-scoring rather than deep learning.

It is too easy to overlook what we already know about learning in the face of the impressive capabilities of new digital tools. Dynamic dashboards showing how each student is performing on particular activities can look fantastic. But as language teachers, we know their value will be limited if they do not align with what we really care about: communicative effectiveness, confidence building, fluency development, and intelligibility versus accuracy.

At OUP, our professional development programmes now aim to go beyond training teachers in effective pedagogical skills. We also seek to equip teachers with the critical capabilities they need to evaluate new developments for their own students. This is becoming an important part of our 鈥榙igital pedagogical literacy鈥� programme.听

However, support needs to extend beyond the teacher. Increasingly, decisions about technological adoptions are made by senior leadership who may be further removed from day-to-day teaching and learning. This is why we are also working more closely with educational leaders, principals and managers who play a key role in shaping technology adoptions.

5. Pedagogy should lead technology

This may sound like a platitude; who would disagree? It’s true that it’s not really a profound insight. The challenge is that we don’t always follow it.

It might be better to think of it like this: start with the learning problem, not the tool. We need to define the problem that needs solving first. Students may not be engaging with the activities in the classroom, an activity that is challenging for some is too difficult for others. Students may be reluctant to speak in class. Or students may be using AI to complete assignments.

For each of these problems, there needs to be in-depth examination of what is behind them. What are the different reasons students won’t speak in class? Only after this stage has been completed should schools think about how technology might help them.

Thinking about pedagogy is difficult because it has so many different dimensions. Should we be thinking about what motivates learners, or about the cognitive processes of remembering things? This is one of the reasons behind our work to communicate more clearly the pedagogical principles that have already been shown to support learning.

The are built around ten main principles of effective teaching. They link the principles back to the research that supports them, and forward to teaching practices that illustrate their application.

Shaping the future of digital learning

Digital pedagogy does not provide simple answers but it does encourage us to think more carefully about the relationship between teaching, learning, and technology.

The central message of the position paper is clear: technology should support learning goals, not drive them. By starting with pedagogy rather than digital tools, educators can make informed decisions about how technology is used in their classrooms.

To explore these ideas in more detail, read the and listen to the accompanying discussion, featuring members of the expert panel behind the publication.

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According to听the听,听students in听employment work an average of听14 hours per week.听Time to study听must听therefore听be spent听efficiently,听and so听it鈥檚听critical听that students鈥櫶齦earning paths are personalized to their needs so that they can more easily achieve their desired learning goals.鈥�听听

This need was in mind last year听when听we launched a brand-new feature on听鈥攐ur established and much-loved online platform which hosts our legal textbooks鈥攖he AI Study Assistant.

Built with students in mind听

The听tool听brings together the power of AI with the authority of听Law Trove鈥檚听trusted, peer-reviewed legal content to help students study more effectively and with greater confidence. Built as an enhancement to the existing听Law Trove听search experience, it enables students to generate听accurate听summaries, authoritative answers, and targeted quizzes that support understanding, revision, and exam preparation.听听

Shaped through user testing with lecturers and students, the tool is designed around real teaching and learning needs while upholding听Law Trove鈥檚听core commitment to reliable, high-quality legal education. As听Law Trove听was developed to give students access to the breadth of publishing that has made OUP the UK鈥檚 number one provider of legal educational material, it was only natural that we evolved the platform to reflect the rising use of AI in听higher听education to support our changing customer needs.

Everything听entered into听the听AI Study Assistant is anonymous, and because responses are only drawn from our content, we can ensure students are only accessing reliable source material. Students can input a query, and the听assistant will rapidly听provide an answer of up to 350 words, citing content sources within听Law Trove that they can click through to. They can also ask the assistant to formulate a quiz, and it will generate questions on a specific topic to reinforce their understanding, thus aiding study and exam preparation.听听

Supporting critical thinking around AI听

Moreover, earlier this year we supported the launch with the inclusion of an AI听literacy听module on听Law Trove. The module is available for all subscribers and covers generative AI fundamentals, academic integrity, critical thinking, and effective prompting. The aim is to听encourage students to apply critical thinking to generative AI content and usage within their course, throughout their education, and into their future careers.听

What students say听

The response from users has been incredibly positive,听with students听stating:听

• 鈥淭he AI听Assistant has been a great help and has made听Law Trove听incredibly more seamless and useful.鈥澨�

• 鈥淟aw Trove听has been a valuable resource to have during my studies especially with the new AI Assistant.鈥澨�

Lucy Read

Product Manager for Trove

鈥淲e know that students are using AI as a study tool. The AI听Study听Assistant generates responses grounded only in 尤物视频’s authoritative and trusted textbooks, meaning students now have听an appropriate way听to develop their AI skills in a suitable environment, supported by our AI literacy module.听I’m听excited that听we’ve听been able to successfully bring this functionality to听Law Trove听users.鈥�听

Learn more about the AI听Study Assistant听on听Law Trove, helping students gain greater confidence in their legal studies .

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Last week, OUP proudly sponsored the inaugural AI in Education at 尤物视频 University (AIEOU) conference. The event brought together over 250 global experts to explore how artificial intelligence can shape the future of education in equitable, responsible, and human-centred ways.

The two-day conference convened researchers, educators, policymakers, and industry leaders from countries around the world including Australia, India, Canada, Tanzania, and the Middle East, to share insights, challenge assumptions, and build a collaborative roadmap for AI in education. With over 100 presentations and a strong interdisciplinary focus, the conference marked a significant step forward in shaping a more inclusive and informed educational future.

Exploring the role of AI in Education

OUP has been part of the AIEOU Hub since its launch in 2024 and it has since grown into a global network of more than 2,000 collaborators from over 100 countries. Its mission is to critically and constructively shape the future of education through interdisciplinary research and dialogue on AI.

Hosted by the University of 尤物视频’s Department of Education, the inaugural conference featured keynote speeches, panel discussions, and workshops. Topics included ethical frameworks, human agency, inclusivity, and the practical application of AI across all levels of education, from early years to higher education.

Sarah Ultsch

Product Strategy Director in our English Language Teaching division

鈥溣任锸悠� is proud to support the inaugural AIEOU conference, an important forum for advancing interdisciplinary dialogue on the role of AI in education. By convening perspectives from policy, industry, and academic research across disciplines and geographies, AIEOU is helping to shape a more equitable and informed future for learners and scholars worldwide.鈥�听

Highlights from the programme

The conference opened with remarks from Dr Sara Ratner, Principal Investigator of the AIEOU Hub and Research Officer at the University of 尤物视频. She welcomed participants and emphasized the importance of working together across disciplines and borders:

“At a time when AI is challenging all that we do and know about teaching and learning, I am proud that 尤物视频 is creating the space for conversations such as these to take place.”

Keynote speakers from the University of 尤物视频 included Professor Liz Wonnacott (Department of Education) and Professor Rebecca Williams (Faculty of Law), who shared research on AI and language learning, and the legal regulation of AI in education. Professor Anne Trefethen, Pro Vice-Chancellor (Digital), also addressed the audience, highlighting the need for AI to be used in ways that are positive, equitable, and grounded in human experience.

Alexandra Tomescu, Product Specialist for Generative AI and Machine Learning at OUP, reflected on the event sharing her favourite quote from Professor Mike Sharples, Emeritus Professor of Educational Technology at The Open University: 鈥淎I is not one thing. Education is not one thing.鈥澨�听

Alexandra noted that this simple statement captured the complexity at the heart of the AI in education conversation. She emphasized that both humans and education systems are inherently complex, and that successful integration of AI must be iterative and flexible.听

The conference also saw the unveiling of the ELT-Bench Project by OUP’s ELT Product team. This pioneering initiative introduces a global benchmark for evaluating the pedagogical effectiveness of AI systems in language learning. Developed by a cross-functional team of experts in pedagogy, data science, and AI architecture, ELT-Bench offers a rigorous, pedagogically grounded framework.

Designing AI for learners first

A recurring theme throughout the event was the importance of designing AI tools that prioritize pedagogy, equity, and real-world impact.

This was a key focus of a panel discussion featuring Isaac Pattis, AI Incubation Manager at OUP, who said: 鈥淎IEOU created space for conversations driven by educational needs. What stood out wasn鈥檛 just the content, it was the emergence of a community focused on designing AI to support meaningful learning.鈥�听

Isaac outlined four key principles that emerged from the discussions: design grounded in pedagogy, regulation that protects learners, implementation focused on effectiveness, and impact measured through equity. These themes reflect a consensus that AI in education must be shaped by the needs of learners, not just technological innovation.听

Looking ahead听听

The AIEOU Hub continues to grow as a platform for global collaboration, with plans to expand its research, partnerships, and impact. As the conversation around AI in education evolves, OUP remains committed to supporting initiatives that prioritize equity, evidence, and learner outcomes.听

You can find out more about the AIEOU Hub and its work .

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We welcomed 85,000 people from all walks of life across the Festival, with many more joining the conversation online.

We are grateful to over 150 speakers across 53 sessions from Pakistan and overseas who shared their insights with us. Speakers including:

• Senior politicians, including Sherry Rehman, Chair of the Climate and Environment Caucus of the Senate of Pakistan
• Distinguished academics and writers, such as Victoria Schofield, a historian and commentator on international affairs with close connections to Pakistan, and poet and columnist, Haya Fatima Sehgal launched her new book on the fabled resilience of ordinary Pakistanis in the face of adversity
• Diplomats, including UK High Commissioner to Pakistan, Jane Marriott
• Experts from private companies such as Microsoft’s Regional Education Lead and Principal Officer for Microsoft Pakistan, Jibran Jamshad.

At the closing ceremony, poet and educationalist, Mr. Anwar Masood received a standing ovation following a resoundingly successful address to bring the Festival to a close.听

Technology and AI

A topic of so many conversations around the world, the impact of technology was another theme of the week. In his opening remarks, Managing Director, Arshad Husain said:

鈥�As a global publisher, OUP is committed to embracing technology in the right way so we can provide education for all. We firmly believe education should always drive technology, not the other way around.鈥�

During the event, Director of Global Product in our Education division, Wayne Press joined a听听and highlighted the findings of our recently published AI in education report.听

Managing Director, Arshad Husain speaking at the festival.

尤物视频AQA launch brings a focus on assessment

尤物视频AQA鈥擮UP鈥檚 collaboration with UK exam board AQA鈥攍aunched in Pakistan this month and 尤物视频AQA Managing Director, Andrew Coombe joined the festival in person.

In a panel on fair assessments, Andrew explained how the , a list of the most important words to learn in English, help provide a fair opportunity to all learners:

“鈥e will not use words that are not in that list of 3,000 unless they are technical words listed in the specification in order to ensure fairness so students do not come across a word they haven鈥檛 seen before which could mean they are unable to answer the question.”

Panel on Fair Assessments: Ensuring Equity and Excellence in Education at the ninth Islamabad Literature Festival.

The Islamabad Literature Festival, alongside the Karachi Literature Festival, seeks to create an intellectual space in which the diversity and pluralism in Pakistan鈥檚 society and this is expressed by the authors from literary and cultural traditions beyond Pakistan鈥檚 borders are freely accessible to people in an open and participatory manner. We are grateful to all our attendees, staff and sponsors who helped to make the event a success.

Reflections at the ninth听Islamabad Literature Festival 2023 Inauguration Ceremony.

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68% of school teachers in the UK and 69% of English language teachers in Europe say that they see benefits for education but are mindful of the risks.

Where are we now?

We asked our global network of school and English language teachers to share reflections on the impact AI is having on them right now: 38%听of school teachers say they have used AI-based tools in their teaching in the last year. For English language teachers, it was 36%.

Most teachers think digital resources鈥攊ncluding AI-powered technology鈥攈ave had 鈥榮ignificant鈥� or 鈥榮ome鈥� positive impact on educational outcomes for their students (63% of school teachers, 59% of English language teachers).

The biggest impacts so far are on content preparation, assessment, and personalization.

During our outreach to our communities, we spoke to our communities of school and English language teachers to hear about the impact AI is having in their classrooms鈥攐n both themselves and their students.

Hear what our teachers had to say

This follows which found that two thirds of teachers in the UK believe they are regularly receiving work written by AI. Learners also claimed to find the tools beneficial, with 68% attributing better grades to AI, and nearly half (49%) warning that excluding AI would have a negative impact on their learning.

In another survey with our teaching community, 62% told us that they felt AI poses a high risk to the integrity of students鈥� work in homework and assessments, with a further 32% feeling it represents a medium risk.

Some acknowledged the benefits it could have for learners:

鈥淎I-powered technology in education holds great promise, and as a cautiously optimistic individual, I believe it can bring about transformative changes. Personalized learning experiences enabled by AI can improve student outcomes and engagement by tailoring content to individual needs.鈥�

 

鈥� school teacher, UAE

鈥淚f it is used properly, it can only have a positive impact on student learning, creating individualized lessons for all types of learners, and not a 鈥榦ne for all鈥� methodology. I see AI as the ultimate teaching tool for the learner, where the teacher creates materials, questions, or activities for the learner to then use AI to 鈥榓ssist鈥� them in their learning path.鈥�

听 听 听 听 听 听 听 听 听 听 听 听 听鈥� English language teacher, Italy

鈥淓ven though I have not fully explored the possibilities of AI, my first-hand experience with it is mainly positive… Students can learn how to create prompts to make the most of AI, use it only as a source of information (not as a final product), and then interpret it from their points of view.鈥�

 

鈥� English language teacher, Bulgaria

Others highlighted the potential risks of students using AI and emphasized how it shouldn’t be used as a substitute for some of the most important parts of learning:

鈥淥verall, I see more negatives as students depend too much on technology. They are unable to think critically on their own and cheating is prevalent when technology is used in class.鈥�

 

鈥� school teacher, Zimbabwe

鈥淚鈥檓 afraid that students are going to use [AI] to get out of putting the work in when it comes to doing their homework, and that it鈥檒l add to my workload to check if their assignment might have been completed by using AI technology.鈥�

鈥� English language teacher, Hungary

鈥淚t needs to be used with caution, like with every other technology. It makes you reassess the point of knowledge acquisition when AI removes the need to be specialized in a particular topic. Perhaps students will need to be taught analytical and critical skills鈥攎ore so than recalling facts and figures?鈥�

鈥� school teacher, Australia

 

Skills for the future

As the world continues to experience rapid social, economic, and technological changes, the discussion around the skills that future generations will need to succeed continues to evolve.

While 84% of our teachers agree that it is very likely learners will need AI skills to succeed in the future workplace, they rated their schools’ current curricula and teaching methods a 5 out of 10 for how well they prepare for a future with AI technology.

It鈥檚 clear that AI is going to have鈥攁nd is already having鈥攁 profound impact on the world of work. The that the percentage of tasks completed by automation will increase from 34% in 2023 to 43% in 2027.

This suggests the uniquely human skills that are harder for technological systems to replicate, such as critical thinking, will be vital as our world becomes even more technologically driven.

According to the most recent available research from , only 63% of the world’s population currently have access to the internet.

Meanwhile, found that over half (56%) of teachers globally agree that curricula and assessments need to adapt to the emergence of AI. This was as high as 70% in the US and 69% in the UK, but only 36% in Japan and 24% in Singapore, reinforcing what we have seen in this report: adoption and attitudes are not consistent across the world.

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